Effects Of Dynamic Visual Cues And Visual Timing On Chinese EFL Beginners' Listening Comprehension

This study investigates, within the theoretical frameworks of Dual Coding Theory and The Schemata Theory, the effect of dynamic visual cues and visual timing on Chinese EFL beginners' listening comprehension.A cohort of 60 Grade Two students from the open college of Guangdong University of Foreign Studies participated in the study. They were randomly divided into four groups, three experimental groups : priming group (N = 15), simultaneous group (N = 15), feedback group (N =15), and one control group: audio-only group (N = 15). Data were collected within two weeks. A proficiency pretest, a vocabulary pretest, a questionnaire, a vocabulary test, a listening comprehension test were administered. And the results were compared between the experimental groups and the control group as well as within the three experimental groups. One-way ANOVA was employed to analyze the collected data.The findings show that accompanying auditory message with dynamic visual images as stimulus cues can improve Chinese EFL beginners' performance in listening recall and vocabulary acquisition. The main factor that caused the improved performance was because information received by participants from the three experimental groups is coded both verbally and visually. It was also discovered that priming and feedback presentation technique of visual stimulus cues can better enhance Chinese EFL beginners' listening recall than the simultaneous presentation technique because in the former two conditions, learners have more time to process information thus result in better recall. On the other hand, it was found that sequence of presentation technique of dynamic visual stimulus cues have no significant difference in influencing EFL learners' acquisition of...